Behavioral Issues and Supports within Cradle to College and Career
Key Terms and Acronyms
Authentic Student Voice
Student voice rooted in agency and self-regulation, leading to deep engagement of
learners in directing and owning their own learning process.
Behavioral Health
Possessing and demonstrating" behaviors which have life enhancing value
Collaboration
Collegial process wherein two or more colleagues share expertise with each other; to
implement instructional or behavior strategies to benefit student/young adult learning
Cradle to College and Career:
A system of integrated services and professional development, both public and private,
that begins in the early years and leads to appropriate post-secondary success for all
students that includes academic, occupational, and independent living that benefits the
individual and community as a whole
Cross-stakeholders
People who care about the issue from a variety of roles and perspectives
Data-driven
Instructional decisions based on student performance data
Dispute Resolution
A process for resolving disputes
Emotional Intelligence
Includes self-awareness, empathy, social relationships, self-motivation, and self-regulation
Evidence-based
Educational practices/instructional strategies supported by relevant scientific research
studies
Expanded School Mental Health (ESMH)
Looks beyond traditional therapeutic approaches to working with youth and recognizes the
need for many different disciplines to collaborate in promoting mental health. While the
ESMH framework continues to recognize the usefulness of traditional modalities to meet
certain mental health needs with certain students, the framework places a strong
emphasis on prevention programming, positive youth development programming,
comprehensive medical/wellness programming, classroom- and school-wide healthpromotion and climate-enhancement initiatives
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Family/School/Community Partnerships
Bringing together schools, families, and community organizations in a collaborative effort
to meet the comprehensive needs of children, families, and the community
Generalization
Transferring a skill/behavior into other environments
Insulated Pipeline
An overarching system of coordination and collaboration of all systems (families, schools,
agencies) that support our children and youth
Intervention -Research-based strategy to address student need (academic, social, behavioral)
Mental Health
“A state of successful performance of mental function, resulting in productive activities,
fulfilling relationships with people, and the ability to adapt to change and cope with
adversity” (U.S. Department of Health and Human Services, 1999, p. 4). Mental health is
not merely the absence of mental illness but the presence of something positive
Mental Illness
Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood,
ability to relate to others and daily functioning and often result in a diminished capacity for
coping with the ordinary demands of life
Multi-tiered Approach
Levels of instructional intensity within a multi-tiered prevention service delivery system;
academic and/or behavioral
Multi-tiered Systems of Support
Practice of providing high quality instruction and interventions matched to student need,
monitoring progress frequently to make changes in instruction or goals and applying child
response data to important educational decisions
Next Generation Learners Initiative
An initiative of the Council of Chief State School Officers to create a system of supports
that engages each child—from birth through early adulthood, in the totality of his or her
circumstance—in learning so they are prepared for life, meaningful work, and citizenship.
Concentrates on the elements of education that have direct bearing on students and their
learning experiences and focuses on learners and learning, rather than on schools and
schooling
Positive Behavior Supports (PBS)
Evidence-based practices embedded in the school curriculum/culture/expectations that
have prevention focus; teaching, practice, and demonstration of pro-social behaviors. A
decision making framework that guides the selection, integration, and implementation of
the best evidence practices for improving important academic and behavior outcomes for
all students. Services are often organized within a three-tiered approach including
universal, targeted and tertiary prevention
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Public Health Model
A conceptual framework for the integration of a public health approach to mental health
grounded in values, principles, and beliefs. It is based on five guiding principles: (1)
population focus; (2) emphasis on creating supportive environments and building skills; (3)
balanced focus between children’s mental health problems and positive mental health; (4)
cross-system and cross-sector collaboration; and local adaptation
Response to Intervention / Response to Instruction/Intervention (RTI)
Practice of providing high quality instruction and interventions matched to student need,
monitoring progress frequently to make changes in instruction or goals and applying child
response data to important educational decisions
School-based Health Centers
Are partnerships created by schools and community health organizations to provide onsite medical and mental health services that promote the health and educational success
of school-aged children and adolescents
School Climate
It refers to the quality and character of school life. School climate is based on patterns of
students', parents' and school personnel's experience of school life and reflects norms,
goals, values, interpersonal relationships, teaching and learning practices, and
organizational structures
Self-advocacy - Understanding one’s disability, being aware of the strengths and weaknesses
resulting from the limitations imposed by the disability, and being able to articulate reasonable
need for accommodation; advocacy is the ability of a person to speak for him or herself and
stand up for his or her individual rights
Self-awareness - The ability to monitor, assess, and modify one’s own behavior.
Social Competence
Refers to the social, emotional, and cognitive skills and behaviors that children need for
successful social adaptation needed to succeed as a member of society
Social Emotional Learning (SEL)
Social emotional learning is the process of teaching children and youth skills needed to
handle ourselves effectively in everyday life and establish meaningful relationships. These
skills include recognizing and managing emotions, developing caring and positive
relationships, making responsible decisions and handling life challenges effectively
Support
Provide active help and encouragement to students and families and guide their success
Systematic Approach
Methodical approach repeatable and learnable through a step by step procedure
Systematic Data Collection
Planning a timeframe for and following through with appropriate assessments to set
baselines and monitor student progress
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Systems of Care
A method of addressing children's mental health needs. It is developed on the premise
that the mental health needs of children, adolescents, and their families can be met within
their home, school, and community environments. These systems are also developed
around the principles of being child-centered, family-driven, strength-based, and culturally
competent; and involving interagency collaboration
Tiered Framework/Process/Model
Common framework of three or more tiers that delineate levels of instructional/behavioral
interventions based on student skill need
Tiered Instruction/Intervention
Levels of instructional intensity within a multi-tiered prevention service delivery system;
academic and/or behavioral
Universal Design for Learning (UDL)
Process of designing instruction that is accessible by all students; UDL includes multiple
means of representation, multiple means of expression, and multiple means of
engagement; the focus in creation of UDL curricula is on technology and materials
Wrap Around Services
It is a collaborative team-based approach to offering services for children with emotional
and behavioral problems and their families. Team members, who are identified by the child
and family and other service providers meet regularly to design, implement, and monitor
their individualized treatment plans
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